Identity expression in language use by amaXhosa on YouTube
- Authors: Ngcungca, Nkazimlo
- Date: 2025-04
- Subjects: Sociolinguistics -- South Africa , Language and languages -- Social aspects -- South Africa , Language and culture
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/72454 , vital:79226
- Description: The study investigates how amaXhosa individuals express their cultural and social identity in English-dominated online spaces, particularly focusing on their language use. Typically, cultural identity is not only expressed through visible markers, such as clothing and rituals but also significantly through language. This tendency is even prevalent in online spaces, dominated by English, like YouTube and other social platforms. Unlike in-person interactions, where cultural ties can be conveyed through attire and spoken dialogue, online communication relies heavily on written text. In these digital spaces, English often emerges as the prevailing lingua franca, posing unique challenges for individuals striving to assert their cultural identity. This research assumes that amaXhosa individuals continue to find alternative ways to express their identities through language, which can be identified through studying their language practices on online platforms, such as YouTube comments. Thus, this study sets out to investigate how amaXhosa use language as a tool to express their cultural identity on English-dominated platforms, such as YouTube. A pilot study evaluated the usability of the South African Language Identification tool where comments from ten YouTube videos were used. Although initial tests revealed limitations in using this identifier on YouTube texts, it ultimately proved effective for categorising comments into English and isiXhosa, including instances of code-switching that reflect everyday communication among individuals. Consequently, 80 videos were mined from YouTube, using Python 3 and a YouTube Application Programming Interface (API). The videos were selected based on certain criteria, including the minimum number of 50 comments and multiple languages in the comments. The mined comments were then converted into a text file and pre-processed through tokenisation using Ucto, a language-independent command-line tool for text tokenisation. Although initial tests revealed limitations in using this identifier on YouTube, it ultimately proved effective for categorising comments into English and isiXhosa, including instances of code-switching that reflect everyday communication among individuals. Overall, I categorise the results on language strategies that indicate isiXhosa cultural and social identities into two broad categories: explicit and implicit categories. On the one hand, explicit strategy only includes self-categorisation as an identity marker. On the other hand, implicit categories include pronouns as identity markers, expressions of ownership and solidarity, self-identification by group affiliation, distinctions between in-group and out-group members, social comparison language reflecting pride, geographical references, such as the Eastern Cape, and culturally specific linguistic strategies. The findings in this study demonstrate a clear relationship between the isiXhosa language and possible social and cultural isiXhosa identity, highlighting how language fosters solidarity and unity among amaXhosa. In other words, commenters employ various expressive strategies to index and position themselves linguistically. Thus, this research not only reinforces existing studies on identities but also contributes significantly to language and identity studies in South Africa. As far as it could be ascertained for this study, the dissertation, which investigates language and identity on YouTube, using comments from content consumers, pioneers corpus-based studies of amaXhosa identities. It lays a methodological groundwork for future research while providing practical insights regarding current tools and platform policies. Furthermore, this study advances the understanding of language and identity by exploring digital methods for extracting and analysing YouTube comments. It supports ongoing investigations into the relationship between language and identity among amaXhosa individuals while identifying new methods to address challenges, associated with studying multilingual and multicultural interactions on digital platforms. The methodology also included creating reusable scripts for mining YouTube comments, contributing to open science through accessible code that could assist other researchers, interested in using YouTube comment data for studying language and identity or the identities of speakers from various linguistic backgrounds on the platform. , Thesis (MA) -- Faculty of Humanities, School of Language, Media and Communication, 2025
- Full Text:
- Date Issued: 2025-04
- Authors: Ngcungca, Nkazimlo
- Date: 2025-04
- Subjects: Sociolinguistics -- South Africa , Language and languages -- Social aspects -- South Africa , Language and culture
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/72454 , vital:79226
- Description: The study investigates how amaXhosa individuals express their cultural and social identity in English-dominated online spaces, particularly focusing on their language use. Typically, cultural identity is not only expressed through visible markers, such as clothing and rituals but also significantly through language. This tendency is even prevalent in online spaces, dominated by English, like YouTube and other social platforms. Unlike in-person interactions, where cultural ties can be conveyed through attire and spoken dialogue, online communication relies heavily on written text. In these digital spaces, English often emerges as the prevailing lingua franca, posing unique challenges for individuals striving to assert their cultural identity. This research assumes that amaXhosa individuals continue to find alternative ways to express their identities through language, which can be identified through studying their language practices on online platforms, such as YouTube comments. Thus, this study sets out to investigate how amaXhosa use language as a tool to express their cultural identity on English-dominated platforms, such as YouTube. A pilot study evaluated the usability of the South African Language Identification tool where comments from ten YouTube videos were used. Although initial tests revealed limitations in using this identifier on YouTube texts, it ultimately proved effective for categorising comments into English and isiXhosa, including instances of code-switching that reflect everyday communication among individuals. Consequently, 80 videos were mined from YouTube, using Python 3 and a YouTube Application Programming Interface (API). The videos were selected based on certain criteria, including the minimum number of 50 comments and multiple languages in the comments. The mined comments were then converted into a text file and pre-processed through tokenisation using Ucto, a language-independent command-line tool for text tokenisation. Although initial tests revealed limitations in using this identifier on YouTube, it ultimately proved effective for categorising comments into English and isiXhosa, including instances of code-switching that reflect everyday communication among individuals. Overall, I categorise the results on language strategies that indicate isiXhosa cultural and social identities into two broad categories: explicit and implicit categories. On the one hand, explicit strategy only includes self-categorisation as an identity marker. On the other hand, implicit categories include pronouns as identity markers, expressions of ownership and solidarity, self-identification by group affiliation, distinctions between in-group and out-group members, social comparison language reflecting pride, geographical references, such as the Eastern Cape, and culturally specific linguistic strategies. The findings in this study demonstrate a clear relationship between the isiXhosa language and possible social and cultural isiXhosa identity, highlighting how language fosters solidarity and unity among amaXhosa. In other words, commenters employ various expressive strategies to index and position themselves linguistically. Thus, this research not only reinforces existing studies on identities but also contributes significantly to language and identity studies in South Africa. As far as it could be ascertained for this study, the dissertation, which investigates language and identity on YouTube, using comments from content consumers, pioneers corpus-based studies of amaXhosa identities. It lays a methodological groundwork for future research while providing practical insights regarding current tools and platform policies. Furthermore, this study advances the understanding of language and identity by exploring digital methods for extracting and analysing YouTube comments. It supports ongoing investigations into the relationship between language and identity among amaXhosa individuals while identifying new methods to address challenges, associated with studying multilingual and multicultural interactions on digital platforms. The methodology also included creating reusable scripts for mining YouTube comments, contributing to open science through accessible code that could assist other researchers, interested in using YouTube comment data for studying language and identity or the identities of speakers from various linguistic backgrounds on the platform. , Thesis (MA) -- Faculty of Humanities, School of Language, Media and Communication, 2025
- Full Text:
- Date Issued: 2025-04
Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences
- Authors: Vorwerk, Shane Paul
- Date: 1998
- Subjects: Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2365 , http://hdl.handle.net/10962/d1002648 , Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Description: Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.
- Full Text:
- Date Issued: 1998
- Authors: Vorwerk, Shane Paul
- Date: 1998
- Subjects: Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2365 , http://hdl.handle.net/10962/d1002648 , Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Description: Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.
- Full Text:
- Date Issued: 1998
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